ANTH123 Week 11 Pseudoarchaeology PDF

11/14/2024 Pseudoarchaeology and Public Misinformation 1 1 How do we know what we know? What is ‘knowledge’ to you? What is epistemology? 2...

11/14/2024 Pseudoarchaeology and Public Misinformation 1 1 How do we know what we know? What is ‘knowledge’ to you? What is epistemology? 2 2 Epistemology Investigates the nature, scope, and limits of knowledge How knowledge is acquired, evaluated, and structured Distinguishes between justified belief vs. opinion Evaluates the nature of evidence and criteria for knowledge Foundations of knowledge Challenging assumptions about certainty Exploring methods and processes by which people come to understand and interpret the world around them. 3 3 1  11/14/2024 Traditional Archaeology Ways of knowing? How does knowledge get produced? Methods Theories/arguments Hypotheses Who are academic archaeologists, in a traditional sense? How would you describe traditional archaeological epistemology? 4 4 Pseudoarchaeology Pseudoscience presents as science, but fails to meet norms of scientific research Hard to draw a line between pseudoscience vs. science – can include or exclude too much Unfalsifiable as key feature – but not always Turner & Turner: lack of rich epistemic context Shares commonalities with key elements of conspiracy theories i.e., unifying theories “Hyperdiffusionism” and “Lost Civilizations” 5 5 Critical Archaeologies Expands how archaeological information gets produced Incorporates diverse ways of knowing and lived experiences Draws from a wide range of epistemologies Critically examines assumptions and biases within traditional academic archaeology and the scientific approach Goals are to increase equity and diversity in archaeology and archaeological narratives about the past Examples: Indigenous Archaeology, Queer Archaeology, Feminist Archaeology, Diaspora Archaeology, etc. 6 6 2  11/14/2024 What is Netflix’s “Ancient Apocalypse” anyways? A 2022 Netflix series, where writer Graham Hancock presents his pseudoarchaeological theories about the existence of an advanced civilization active during the last ice age. Hancock argues that an advanced ice age civilization was destroyed in a massive catastrophic event, but that its survivors introduced agriculture, monumental architecture and astronomy to hunter-gatherers around the world. Why would such a theory not fit with what we know about the archaeological record of the Pleistocene? What about the archaeology of the origins of food production in the Holocene? 7 7 Netflix’s “Ancient Apocalypse”, by Graham Hancock Similarities with conspiracy theories: Portrays archaeologists as closed-minded, defensive Less information about evidence for theories – focus on doubt of mainstream archaeology/archaeologists’ ideas Non-contextualized inquiry Ignores sociopolitical and historical contexts of old theories/ideas Upholds white supremacist ideas E.g., “Atlantis” theories Public misinformation…and disinformation? – dangerous consequences 8 8 Misinformation & Disinformation Misinformation is false or inaccurate information—getting the facts wrong Disinformation is false information which is deliberately intended to mislead—intentionally misstating the facts. Both misinformation and disinformation are problematic when spread within the public – contributing to, and sometimes creating, major negative impacts on society across many spheres (e.g., racism, public health, climate change, political stability, etc.) 9 9 3  11/14/2024 White Supremacy & Racism “By ‘White supremacy’ I do not mean to allude only to the self- conscious racism of White supremacist hate groups. I refer instead to a political, economic and cultural system in which Whites overwhelmingly control power and material resources, conscious and unconscious ideas of White superiority and entitlement are widespread, and relations of White dominance and non-White subordination are daily re-enacted across a broad array of institutions and social settings” (Ansley as cited in Gillborn, 2006, p. 320). Archaeology in colonialism and white supremacy – to give attention to outdated theories/research/ideas in our field without critique, is to uphold white supremacist and racist ideologies “Far-right” politics 10 “pseudoarchaeological colonialism” (Wadsworth et al. 2023) 10 Archaeology and the Public How does the public learn about archaeology – from your experience? Media? Education? Tourism? How easy is it for the public to understand archaeological information? Start to think about how misinformation/disinformation about archaeology and peoples in the past might spread among the public How might this be harmful in society? 11 11 Misinformation & The Public Narratives, rhetoric, and discourse 12 12 4  11/14/2024 Thoughts on Joe Rogan’s Podcast… Gives a huge platform to problematic, and even harmful or dangerous, ideas and/or individuals (like Graham Hancock) – most often without meaningful critique Who is in the audience – what is the community? 13 13 Flint Dibble and Graham Hancock Flint Dibble Graham Hancock Education: Ph.D. in Classical Education: Bachelor’s degree Archaeology with honours from Durham University in Sociology Employment: Cardiff University Employment: early career in Research: Multiple excavation journalism, then continued as and laboratory-based author – entertainment archaeological research business? projects supported by competitive academic funding Research: None sources Publications: Popular books, Publications: Scientific TV series, radio appearances journals, scholarly book chapters, blog posts, op-eds, etc. 14 14 Pseudoarchaeology Assignment Assignment instructions posted on eLearn https://elearn.capu.ca/mod/assign/view.php?id=2723539 15 15 5  11/14/2024 Pseudoarchaeology Assignment Deadline: November 29th Late assignments will not be accepted and will receive a grade of zero. Students will submit either a concept map (.pdf or image file format) or a video file to eLearn. If choosing a video format, it should be no longer than 5 minutes 16 16 Pseudoarchaeology Assignment In this assignment, students will compare pseudoarchaeology with traditional archaeology and other critical archaeologies. Create a Concept Map/Video: Students will create a concept map OR a TikTok/Instagram reel style video that shows the differences between traditional archaeology, critical archaeologies, and pseudoarcheology. The readings, in class activities, and podcast video should provide students with the information that they need to create their concept map or video. 17 17 Pseudoarchaeology Assignment The concept map/video will incorporate the following criteria: a. Shows information about the knowledge creation process in each category. b. Presents methods, arguments, and epistemology for each category using specific examples. c. Demonstrates the accessibility of the information from each category for the public, and how easily that information can spread. d. Shows the degree to which the accessibility of the information for the public can impact the accuracy of the information. I posted a rubric in the assignment on eLearn: https://elearn.capu.ca/mod/assign/view.php?id=2723443 18 18 6  11/14/2024 Concept Maps Concepts (e.g., important words and short phrases) are visually presented with connections between them to show relationships Flexible structure: Can be hierarchical, comparative, circular, etc. Software ideas for concept map: Canva (make sure to use free account, don’t sign up for free trial) PowerPoint (or Google Slides) – design concept map on a single slide and then save as a.pdf 19 19 Concept Maps 20 20 Activity: Digging into Readings Group 1: Turner & Turner According to Turner & Turner, what defines conspiracy theories? Why are some definitions of pseudoarchaeology not helpful? What do Turner & Turner propose as a better definition of pseudoarchaeology instead? Do you think Ancient Aliens or Ancient Apocalypse contain conspiracy theories? Group 2: Wadsworth et al. What is “pseudoarchaeological colonialism”? What are the negative impacts of “Ancient Apocalypse” and Graham Hancock on Indigenous communities today and narratives of Indigenous people in the past? What are “Mound-Builder myths”? How do “Ancient Apocalypse” and Graham Hancock contribute to harmful myths about Indigenous pasts, like the “Mound-Builder myths? Group 3: Dibble 2022 & 2024 Why is it important for archaeologists to share what they do with the public in accessible ways? Why does Dibble argue it was important to publicly debate Graham Hancock? Why is pseudoarchaeology – and things like Ancient Apocalypse – dangerous for 21 society? What are the repercussions? 21 7  11/14/2024 Complexity without State Examples from Africa and North America 22 22 Social Complexity All modern humans are socially complex and human societies are cooperative Egalitarian societies: resources are shared relatively equally – little to no private ownership. Decision-making and tasks are shared somehwat equally. Still some distinctions of status, and/or gender roles Social complexity: no egalitarian social structure – status and rank differences between people, but still relationships based on family groups 23 23 Social Complexity, Foodways, and Societies in the Past Egalitarian societies: Most common examples were hunter-gatherer-forager societies, but can include some people who lived in early villages Food producing societies created surplus accumulation of resources – wealth – in some cases led to exchange for labour, goods, feasting, and other social demands Hunter-gatherer-forager societies were not always egalitarian – Pacific Northwest Coast (an example of social and political complexity) 24 24 8  11/14/2024 Social Complexity in the Archaeological Record Many complicating factors in archaeological record and research that challenge interpretations about the structures of past societies No linear or inevitable trajectory between foodways and the rise of social and political complexity 25 25 Looking for Social Complexity in the Archaeological Record Evidence for shifts from cooperative societies to ranked societies (a.k.a. social complexity) Evidence for “elites” in societies: Burial practices: e.g., monuments, interred items, personal adornments, etc.) – signal unequal access Elite areas: e.g., larger buildings/some areas set apart from community Elite roles: directing labour, settling disputes, accumulating surplus resources/exotic materials, authority within ceremony/ritual (e.g., feasting) 26 26 Looking for Social Complexity in the Archaeological Record “Stateless societies”: Elites/leaders cannot force groups Rely on cooperative behaviour Social norms managed through social activities: feasting, cultural taboos, rituals Has political organization and rulership 27 27 9  11/14/2024 Political Complexity An extension of social complexity States, kingdoms, and empires Archaeological evidence: Expansion of territory under one ruler: Hierarchy of sites with primary centre, secondary centres, smaller towns/villages, dispersed farming settlements Bureaucrats/bureaucracy – leaders delegate authority/oversight Centralized rulership by elites – political and ritual power. Can force groups into certain activities Society structured by social class, rather than family/kinship 28 28 Problems with complexity “criteria” While useful, a list of features of political/social complexity is problematic because not all politically complex societies developed the same set of features We will see examples of this in the coming weeks… Carefully consider local archaeological records when building models/theories about origins of politically complex societies Like how we discussed origins of food production! All archaeologists do not necessarily agree about whether certain societies were politically complex at the state level 29 29 Complexity in the Archaeological Record Examples of complexity without state: Mid-Holocene pastoralists in Turkana, Kenya Eastern North America 30 30 10  11/14/2024 Mid-Holocene Pastoralists in Turkana, Kenya Mobile pastoralism Some sites where people lived, but not permanent villages 31 31 Mid-Holocene Pastoralists in Turkana, Kenya Pillar sites Monuments/communal structures for mortuary practices 32 32 Mid-Holocene Pastoralists in Turkana, Kenya Pillar sites Significant permanent places 33 33 11  11/14/2024 Mid-Holocene Pastoralists in Turkana, Kenya Burial contexts at pillar sites 34 34 Mid-Holocene Pastoralists in Turkana, Kenya Mortuary artifacts/personal adornments within burial contexts at pillar sites 35 35 Klehm et al. 2023 – Reading Activity What were the main research questions/goals? What methods were used in the study? What was the archaeological evidence central to the study? What were the main arguments/interpretations? 36 36 12  11/14/2024 Eastern North America 37 37 Eastern North America – early food production Middle and Late Archaic Periods (~8,000 – 5,000 years ago) Hunter-gatherer-forager-fishers (e.g., deer, ducks, beaver, catfish, eels, shellfish, berries, seeds, nuts, etc.) Domesticated native seeds and plants started 5,000 years ago: invested in squashes and seed-producing plants (e.g., sunflower) – garden-like contexts Later on… Intensification of agriculture Domesticated maize and beans introduced from Mexico and became important crops 38 38 Indigenous plant domestication in eastern North America Squash, chenopod, marsh elder, sunflower – Chenopod seeds domesticated by Late Archaic hunter-gatherers in from Riverton site, eastern North America - independent of earlier Illinois domestication in Mexico 39 13  11/14/2024 Shellfish and shell middens in eastern North America Areas rich in shellfish, narrowing focus - shell middens 40 Eastern North America – social change and foodways Middle and Late Archaic foodways: Some food production, but hunter-gatherer-forager dominant Abundant wild food resources made settlement possible…which potentially led to…. Social and Behavioural changes: Villages/towns Long-distance trade networks Burials with exotic grave goods Mound construction 41 41 Eastern North America – social change, families, and food Ethnographic data provides a model for change in family structure: Polygynous families (one mate with many spouses) - more people, including children, to contribute to food resource gathering and stores Potential for development of wealth disparity between families Sizes of archaeological houses from region support this model 42 42 14  11/14/2024 Eastern North America – social complexity and burials Just before the Late Archaic (5,000 years ago), burials with exotic grave goods more frequent Evidence for gender-related grave goods Differences in grave good patterns Most burials have no grave goods – indicating differences in social status or social roles 43 43 Eastern North America: Mound- building in the Late Archaic Beginning around 3,500 years ago Social complexity and monumental architecture Large earthworks that required significant labour investment and coordination E.g., Poverty Point 44 44 Indigenous earthworks in eastern North America Poverty Point, Louisiana, 3,600-3,200 years ago: massive planned construction Six concentric embankments 2 m high and over 20m across – form a semicircle more than 1 km wide 45 15  11/14/2024 Indigenous earthworks in eastern North America Poverty Point, Louisiana, 3,600-3,200 years ago: Density and diversity of cultural materials suggests site is village – objects of daily life Extensive deposits of refuse – must have been large village site Stone tools brought to site, massive distance 46 Eastern North America: Mound- building at Poverty Point 47 47 Eastern North America: Architecture and social structure at Poverty Point Dwellings situated on constructed concentric ridges Differences in access and line of sight - reflect social ranks? Outside settlements: hunting, nut harvesting, and fishing Share same material culture Trade and exchange of minerals, stone, and copper NOT dependent on domesticated food resources 48 48 16  11/14/2024 Middle-Late Archaic community Focus for feasting events? Did monumental construction precede large settled villages in eastern North America? Alternative pathway to creating farming communities that relied on construction of massive earthworks instead of large villages Impacts of domesticated plants on subsistence was minimal 49 49 Community: vacant centre pattern Hopewell and Adena earthworks as empty core of dispersed settlement system Exception: Newark Earthworks – evidence of houses, village 3D simulation of Newark earthworks 50 Human Agency vs. Environmental Change Agency theory “Central places” generally shift from where people live, to where the dead are buried and/or ritual and ceremony Individuals connected to multiple ritual spaces? Environmental change, floodplains, and human movements 51 17  11/14/2024 Adena and Hopewell Mounds in Ohio Valley: Early and Middle Woodland between 3,200- 1,700 years ago Adena: Early Woodland – Serpent mound Hopewell: Middle Woodland Elaborate burial practices, including construction of mounds and extensive trade networks 52 Eastern North America – The Adena Early Woodland (3,200 to 2,400 years ago) Foodways: widespread gardens (horticulture), still wild food resources Continued long-distance trade networks (E.g., copper, marine shells, obsidian) Mound complexes – often burial contexts First sealed pits, later above-ground log tombs Mounds grew in size over time Log tomb burials with exotic grave goods – enhanced social status? Lower status – some cremation? Living sites outside of mound complexes 53 53 Eastern North America – The Hopewell Middle Woodland (3,000 to 2,400 years ago) Foodways: widespread gardens of native plants (horticulture), still wild food resources, intro to domesticated maize from Mexico Continued long-distance trade networks (E.g., copper, marine shells, obsidian) Lived in dispersed “hamlets” – a few families Mound-building and burial complexes continued 54 54 18  11/14/2024 Eastern North America – The Hopewell Interaction Sphere Intensified social relationships – shared worldviews connected people over large region Not all one culture Not political integration on level of early states Long-distance trade and exchange networks, shared ritual and ceremony 55 55 Adena and Hopewell Material Culture Hopewell stone otter pipe Adena stone pipe Adena pottery Hopewell pottery Hopewell copper bird 56 Intensification of Maize agriculture By beginning of Late Woodland, maize and turkeys found as far north as Ontario Originally domesticates from Mexico No major role in diets in eastern North America until 1,000 years ago 57 19  11/14/2024 Feminism, agency, and the origins of agriculture Gender bias in explanations of agricultural origins: 1) passive process as result of unconscious ecological consequences of human actions, 2) result of intentional actions by individuals – like male shamans with gourds Active role of female gardeners: intro of maize (a tropical grass) into northern latitudes is impressive Women in eastern North America – extensive experience growing Indigenous cultivated plants. An achievement of the active intervention of women. ‘Three sisters’ method 58 20